Creating a Model of Acceptance in Teacher Preparation: Family Learning Events With Latino Parents Using Culturally Relevant Math and Science

• In Event: 33.042 - Toward Justice: Preparing Teachers and Teacher Candidates to Better Serve English Language Learners

Abstract

Objectives or purposes

Latino families compose the one of largest, rapidly growing, educationally disadvantaged minorities. Schools must address Latino cultural differences (e.g., cultural, ethnic, linguistic, racial and social class) with strong home-school partnerships. Pre-service teachers (PSTs) should be given authentic opportunities to understand how culture, race, and ethnicity shape what students learn. This study outlines how Family Learning Events (FLEs) uses authentic settings where math and science activities provide culturally relevant experiences.

Perspective(s) or theoretical framework

The authors have strived to embed culturally relevant mathematics and science in FLEs to train PSTs to prepare, plan, and teach culturally relevant math and science activities to Latino families. This opportunity provides PSTs with sufficient evidence to help them examine their personal perceptions and conceptual barriers regarding race, cultural identities and parental involvement. As the PSTs dismantle their personal negative perceptions, they can embrace positive ways to work with Latino families and ELLs, relating mathematics and science via culturally relevant activities throughout their teaching career (Authors 2011, 2012a, 2012b).

Methods and data sources

Math/Science teacher preparation required PSTs: (1) research the history of a culturally related mathematics or science topic; (2) find a mathematical/science content and lesson connection; (3) prepare activity with a tri-fold poster with English and Spanish information; (4) present their 7-10 minute activity to Latino families throughout evening and (5) submit a reflective report. Students also engaged in discussions about culturally relevant mathematics and science and parental involvement in education (e.g., Darling-Hammond & Bransford, 2005; Delpit, 1995; Ladson-Billings, 1994, 2006).

Qualitative data collection and analysis used structured Latino parental interviews, follow-up telephone parental interviews and PST’s semi-structured reflection papers. Research questions included (a) What did Latino parents and PSTs learn from FMLE? (b) How did Latino parents and PSTs react to culturally relevant math activities following the FMLE? and, (c) What catharsis of learning occurs when PSTs interact and interview Latino parents? Responses were qualitatively coded (Guba & Lincoln, 1981) using the grounded theory approach.

Results
Results included parents finding math and science both relevant and fun. Parents felt unqualified teaching math/science and appreciated having culturally relevant activities linked to their daily life. PSTs were surprised that the Latino parents attended, and found the experience gratifying and rewarding. Anecdotal accounts from studies conducted during Family Science Learning Events have similar results (Author 2011; Authors, 2010, 2012a, 2012b)

Scholarly Significance
Culturally relevant mathematics and science activities at FLE’s included as part of teacher training provides authentic contact with non-English speaking Latino parents, creating a model of acceptance. As PSTs examine their own perceptions of parents, culture, language, and diversity, they can apply what they discover to mathematics and science throughout their teaching career (Authors, 2012a, 2012b). Through the empowerment gained by being culturally competent in teaching math and science, future teachers can empower their future students to embrace their culture and heritage, leading to success both in the classroom and beyond.

Authors

• Cherie A. McCollough, Texas A&M University - Corpus Christi

• Olga M. Ramirez, The University of Texas - Pan American